Green+Entrepreneur

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=Overview= In the near future, the town of "Emerald City" is facing imminent decay. The city's population has doubled over the last 20 years resulting in increased traffic, fast food restaurants, and households that rely on disposable items of convenience due to increased business in their daily schedules. The air is heavily polluted with Carbon Dioxide gas, having a negative impact on the vegetation and the overall livelihood of its citizens.

The Player Character (PC) has a chance to improve the situation and save the citizens by visiting the various places within the city and finding ways to improve their green living and reduce carbon emissions. There is a wise Green Guru who will supply feedback to the PC along the way.

The PC will draw from a special green resource bag to the right of the screen and replace the inefficient and energy-wasting items at each location with green, energy-saving items. There will be a designated number of items within each location that the PC must replace. The more items the PC finds, the greater is the possibility of reducing of the the town's carbon footprint. However, the city is decaying rapidly and the time at each location is limited. The PC has to act fast before Emerald City quickly becomes Toxic City.


 * // Here's where you'll convey the vision. Briefly describe the type of game or simulation, its contents and special features. Use this to hook the reader and to foreshadow the rest of the document. This section should be interesting and pithy. //**

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=Instructional Objective=
 * Learners will be able to distinguish the various activities that contributes to carbon emission.
 * Learners will be able to apply tips on reducing carbon emissions at several locations, such as at a house, restaurant, and in the car, to reduce carbon footprints.

National Science and Education Standards (NSES): Grade 9-12 SEC-C: 4c. Humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through harvesting, pollution, atmospheric changes, and other factors is threatening global stability, and if not addressed, ecosystems will be irreversibly affected. SEC-F: 3b. The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and depletes those resources that cannot be renewed.

California's Public School Science Content Standards: Grade 9-12 //Biology/Life Sciences//: 6b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

//Earth Sciences//: 4c. Students know the different atmospheric gases that absorb the Earth’s thermal radiation and the mechanism and significance of the greenhouse effect. 5a. Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. 8c. Students know the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities.


 * // What will the learners learn from this game (or more likely, what learning objectives are being reinforced by this game)? If it's for school use, where does it fit into the curriculum? (You can find links to curricular frameworks [|here] ). //**

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=Learners= This game is designed for High School learners Grade 9-12, ages 15-18 years old. The ideal learner is one who frequents fast food restaurants and has a driver's license, or a driving permit **(Lennon: may need to edit this description)**. It is not required that the learner have a special interest in Green Living, as this is a game designed to bring basic awareness about the problem of carbon emissions and ways to reduce carbon emissions.

//** Who is the game designed for? Describe them in terms of their age, grade level, affinity towards the subject matter, and anything special about them that the reader should know. **//

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=Context of Use= This is a one-player game (Java applet) that can be played using any Internet browser on the computer either individually or in pairs. It can be used at school or home. At school, teachers can use this game as part of a Science class on climate change and its effect on Earth. After the students are introduced to the concept of Carbon Footprint and its impact, teachers can use this game to help students learn the tips/ways an individual can help reduce carbon emissions. This game can be tailored to be completed within 15-30 minutes **(Lennon: to be changed)**. This can then be followed by a short discussion to conclude the class or lead on to another topic for the next class. Teachers will need to find sufficient computers with Internet access to allow students to play this game during class time. Alternatively, teachers can use the game as a take-home activity for students to explore at their own time. This game is designed for multiple play as students can explore the different scenarios and challenges of the game.

//** Where would your game be used? At home? At school? In a training facility? If in a school, what accommodations would you need to make to do it in a typical classroom? Is it designed to be played more than once? What would happen prior to the game? What would happen after it? Would it be used within a formal instructional setting or informally elsewhere? Would it be used by individuals or groups? Could it be used in a one-computer classroom by a group? Is it internet-savvy? Multiplayer? Is the game designed to be replayed multiple times? How long would a single playing of the game take? What platform(s) will it be developed for? **//

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=Scope= Green Entrepreneur is a game which can be played by a single player in 30 minutes or less. It begins and ends with the footprint, a large foot which has a random number value assigned. This footprint is on the verge of exploding. It is the role of the player to adopt green practices over current ones in order to decrease the foot, and prevent the destruction of the city.

Green Entrepreneur is a branching scenario with four main areas and a bonus area, all of which may be a part of the life of a high school student. Each area contains a number of ways that the player could reduce the carbon footprint. The student will have a set amount of time in each area to improve the carbon footprint. There will be a large number of choices, some of them valid ways to decrease the footprint, some of them non answers (would not affect the carbon footprint) and some would actually increase the carbon footprint. Feedback would be provided immediately following a choice. At the conclusion of each area, the screen will again reflect the carbon footprint, and mark the difference in size due to the actions of the player.

After each round, the player receives feedback from the Green Guru. The player will see where they did well, and learn some facts which may improve their knowledge so that they can do better next time in reducing the size of the footprint. The four main areas of the game are **the home, the school, the car and the fast food restaurant**. If the player decreases the carbon footprint to a certain level, the player can go into a bonus area, the **Mall**, which will contain several different types of challenges.

Within each main area are a number of smaller scenarios, each related to the previous choice. For example, there is the area of the home. Within the home are a number of choices. The screen will change to reflect the individual rooms of the house as the player goes from area to area within the house. Each room will offer a number of choices for the player. A choice may have choices as well.

The choices made reflect practices which are "green". Some of the concepts which require a choice include:
 * · heating, cooling and electricity choices,
 * · clothes and personal items,
 * · reuse, reduce or recycle,
 * · conservation of natural resources
 * · materials used
 * · electronics
 * · waste management
 * · organic or local

Because the game holds a large number of choices, it would be a game which could be played multiple times. It would be possible to store the results and to compare with other players. In this case, it can also be used as a form of a pre and post assessment for a learning module on green practices.

The main screen will show the 4 areas (home, school, car and fast food restaurant) as well as a 5th area, which will be known as the "bonus room". This is an example of a branching scenario for a home.



//** How big will this game be? About how much time will it take to play? What content is specifically included? Excluded? For an adventure game, tell how many "rooms" and objects there will be. For a quiz game, how many questions and categories. For a branching story, how many screens and how many main branches. **//

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=Object of the Game= Reduce carbon emission levels in the city and convert the city from "Red" to "Green" zone so as to raise the level of happiness of the city population or face the imminent danger of pollution and health degradation of the population as a whole.

// Visit the various areas of Emerald City and find ways to reduce the carbon footprint before the footprint explodes. // //** What's the game goal? What's the end state that players are striving for (e.g., to be the first to reach the Finish square, or to be the first to reach 100 points.) **//

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=Competing Products= Considering a game which would increase understanding of individual choices on global events, we began with a simple game idea. Recycle Roundup which is designed by National Geographic and captures the simplicity of proper disposal of items into the correct recycling bins. We wanted to capture the simplicity of change, place the onus of responsibility on the learner, but involve a little more contemplation.

With the upbeat music, Plan it Green, another National Geographic game, features the importance of time when considering a green solution. It provides tasks, based on what is in the community, and what one could do to improve the green use of products and space. It provides instant feedback within a dynamic structure. It reinforces the necessity of constant vigilance, and understanding how changes affect the community. However, it was lacking in detail and is not as fun from an aesthetic point of view.

How Green a Surf Warrior Are You? A Carbon Footprint Game. This game mirrors quite close to what we envision. However, it covers things one could do at home only. It starts off with an easy-to-understand overview of how climate change can affect the ocean and the surfer. A footprint icon indicates the score. For every correct answer, the footprint reduces in size, corresponding to the effort to reduce carbon footprint. Although this game is similar to ours, it is a simple game with only a few choices to improve the carbon footprint. This game requires only a click to respond, and provides little in terms of feedback and issues to contemplate.

Planet Green Game is a multifaceted online game. It involves a number of ways to interact with the information on green living. It includes the car, home, office, school and community in planning. It allows for a variety of roles, as well as a variety of ways to improve. A drawback is the lack of involvement of critical thinking. It is easy to click on the obvious answer, which is most often correct.

Global Warming Interactive is an educational game based on solid facts which surround the global warming issues. It is designed to be used by multiple players. It would be an engaging game in the classroom. However, it is lacking in visual appeal and is a little sparse in detail. Our game would try to appeal to a our intended audience, and in a more affective manner.

LogiCity: A real-life climate change game...will you survive?. This game is very similar to our idea. It begins with a devastated town in 2066, but allows the player to go back to present time to change the course of history. It includes the simulation type format, the carbon footprint and the task of the player to reduce carbon footprints. Central to LogiCity is the fact that things you do to improve the environment will benefit the entire community. This instills in the player a sense of control over the future, and reinforces action on the individual level. However, it has a number of technical issues and requirements which may make it difficult in the classroom setting. Also, it can be a bit cumbersome. Our game will take some of the elements of LogiCity and recreate them into a format which will be easily understood by the high school student, and will be engaging for all levels of participation.

//** What's out there that covers the same content as this game? How is your game similar to others? How is it different and better? (You can check [|Downloads.com] for shareware and freeware competitors, the [|Games Domain] search engine for commercial products, and the [|Educational Resources catalog] for school-oriented titles **//

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=Design Details=

//** This is the heart of the document. It will serve as a blueprint for those who actually develop the game. The more specific you can be here, the less backtracking and expensive confusion there will be later. **//

//Universal Elements// Describe and provide illustrations of the overall look and feel of the game. What style of graphics and sounds will be used? Cartoonish? Photorealistic? Wacky? Business-like? Colorful? Muted? //Specific Elements// The specifics from this point on will vary depending on the format of game that you're using. For adventure games, provide: For branching stories, provide: For quiz games, provide: For arcade games, provide: For simulations, provide: //Technical Elements// Describe the:
 * an overall map of the simulated world, showing its boundaries and major features
 * a description of the role the learner is playing while moving through the world
 * a description of the overall game goal the learner is trying to achieve
 * a flowchart showing all possible rooms and allowable moves
 * a decription of the obstacles that will challenge the learner
 * a list of all prizes or artifacts and their locations
 * profiles of all non-player characters
 * a description of the scoring system, if any
 * a sequence of sample screens showing how one moves and acts on the game
 * a flowchart of all major branches in the game
 * a description of the events within each of the major branches including the entry decision that starts the branch
 * sample screens showing a sequence of the story
 * a character dictionary describing the appearance, background, motivation, and other characteristics of everyone who appears in the story
 * a description of the categorization scheme used for questions
 * sample questions within each category showing questions at each level of difficulty
 * sample screens showing the sequence of question asking, learner input, and feedback
 * sample screens showing introductory material, high score pages, etc.
 * a description of the scoring system to be used
 * a description of the categorization scheme used for sprites moving on the screen
 * sample images within each category showing sprites at each level of difficulty
 * sample screens showing the sequence of animation, learner input, and consequences
 * sample screens showing introductory material, high score pages, etc.
 * a description of all user-manipulable variables in the game
 * a description of all output variables displayed
 * a description of the initial or default state of all variables
 * sample screens showing a sequence of situation, learner input, and result
 * sample screens showing introductory material, high score pages, etc.
 * a description of the mathematical and logical relationships that link the input variables and output variables (i.e., the underlying model of the simulation).
 * specific software needed to author the game
 * platform(s) the game would be developed for
 * file formats of graphics and sounds
 * method to accommodate multiple platforms (if that's being done)
 * data structures for any files used to save the game state

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=Motivational Issues=
 * Curiosity and Attention**: According to Malone and Lepper, “curiosity exists in two different forms: **sensory curiosity and cognitive curiosity**. Audio and visual effects, particularly, in computer games may enhance sensory curiosity. When learners are surprised or intrigued by paradoxes, or incompleteness, it arouses cognitive curiosity.” In short, “something in the **physical environment attracts the learner's attention** or there is an optimal level of discrepancy between present knowledge or skills and what these could be if the learner engaged in some activity.”

John Keller's ARCS Model (Keller, 1987) that talks about attention is also applicable here. He mentioned about strategies for attention that include sensory stimuli, inquiry arousal (**thought provoking questions**), and variability (variance in exercises and use of media).

In this game //curiosity// lies in the **audio and visual curiosity** and use of relevant media (is still to be added…we will add as we proceed with our game). The **physical environment** of “Emerald City” is decaying with increased pollution and people are not aware about the impact of it on their lives in near future.

In this game, the strategies for //attention// are the **thought-provoking questions** that will arise in the player’s mind about the impact of environmental pollution in human civilization. Added is the curiosity where the learner could see/measure the footprint in the form of a ‘large foot’ which has a random number value assigned in it. The player engages by playing the role in order to adopt green practices over current ones to decrease the foot, and prevent the destruction of the city.


 * Challenge and Relevance**: Malone and Lepper (1987) have integrated a large amount of research on motivational theory. “**Challenge** is created by **having clear, fixed goals** that are relevant for the learner. **Uncertain outcomes provide challenge by offering variable difficulty levels, hidden information, and randomness**. Feedback on performance should be frequent, unambiguous, and supportive. Lastly, the activity should promote feelings of competence for the person involved.” In short, they mentioned that, “People are best motivated when they are working towards personally meaningful goals whose attainment requires activity at a continuously optimal (intermediate) level of difficulty.”

Keller mentioned about relevance that, “attention and motivation will not be maintained; however, unless the learner believes that it relevant…The learner should answer the critical question, "What's in it for me?" Benefits should be clearly stated.”

In this game, the //relevance// lies in the necessity to reduce carbon footprint from the city and learn techniques to save the planet from erosion thereby taking one step at a time towards preventing the planet from erosion. In our game, //challenge// also has a replica of meaning similar to what Malone and Lepper mentioned. In this e-game, the **clear and fixed goal** is to save the town of "Emerald City" from facing imminent decay. There is **uncertainty** about the proper utilization of the chance to improve the situation and save the citizens by **randomly** visiting the various places within the city and overcoming **various difficulty levels** of finding ways to improve their green living and reduce carbon emissions. Also the **optimal level of difficulty** is to save the city from decaying rapidly given the limited time (30 minutes or less) at each location by replacing the energy efficient items in each location before Emerald City quickly becomes a Toxic City. Also the biggest challenge is to choose the valid ways to reduce the carbon footprints from the large number of choices, some of which are valid and some invalid or non-answers (that would actually increase the carbon footprint) to save the city.


 * Control and Confidence**: According to Malone and Lepper, “control is experienced as feelings of **self-determination and control** on the part of the learner. The ingredients of contingency, choice, and power contribute to the control feature of the learning experience. When the individuals face choices that produce powerful effect, it increases their sense of personal control. In short, “People have a basic tendency to want to control what happens to them.”

Keller said, “The confidence aspect of the ARCS model is required so that students feel that they should put **a good faith effort into the program**. If they think they are incapable of achieving the objectives or that it **will take too much time or effort, their motivation will decrease**.”

In this game, there will be a designated number of items within each location that the player will replace in order to decrease the carbon footprint. It is under the //control// and self-determination of the player to reduce the carbon footprint by replacing the correct items. The more items the player finds, the greater is the possibility of reducing of the town's carbon footprint. The //confidence// or the good faith effort of the player into the game is the limited time-factor that increases motivation of the player.


 * Fantasy and Satisfaction and Engagement**: According to Malone and Lepper, “fantasy encompasses both the emotions and thinking process of the learner. Fantasies should appeal not only to the **emotional needs** of learners, but should **provide relevant metaphors or analogies**. Lastly, fantasies should have an integral relationship to the material covered.” In short, “Learners use mental images of things and situations that are not actually present to stimulate their behavior.”

Keller mentioned that, learners must obtain some type of satisfaction or reward from learning experience. This can be in the form of entertainment or a sense of achievement… Ultimately, though, the best way for learners to achieve satisfaction is **for them to find their new skills immediately useful and beneficial on their job**.

In this game, //fantasy// is involved with the learner’s **emotional feelings** of reducing the carbon footprint in the city and the **metaphor/image/symbol** is the reflection of the carbon footprint in the screen that marks the difference in size due to the actions of the player and this stimulates the behavior. Also the option to click the wise “Green Guru” (holder of information) who will accompany the player with ideas and hints on how they may decrease the carbon footprint, in the entire journey adds to the fun and fantasy especially because of the time penalty to approach “Green Guru”.

Keller’s model applies here too. The //satisfaction// and sense of achievement of the learner lies in: a) to be able to save the city from erosion, b) to be able to distinguish the various activities that contributes to carbon emission. Learners will be able to apply tips on reducing carbon emissions at several locations, such as at a house, restaurant, and in the car, to reduce carbon footprints.

The //engaging// part of the game is the “carbon footprint”, in the form of a large foot which has a random number value assigned. The player will be engaged to adopt green practices over current ones to decrease the foot, and prevent the destruction of the city. The most engaging part of the game is the branching scenario with four main areas and a bonus area, all of which may be a part of the life of a high school student and each area contains a number of ways that the player could reduce the carbon footprint. Because the game holds a large number of choices, it would engage the player to play multiple times and the possibility to store the results and to compare with other players will keep the motivation alive!

//** Describe how the game engages the learner. How does it make use of curiosity, challenge, control, fantasy, competition, cooperation, etc.? (No one game will do all of these things, so focus on the particular strengths of this particular game.) **// //**Make specific reference to the theoretical readings associated with this course.**//

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=Design Process= - Started with the combining economy and green practices. How to become rich by going green. - After 1st meeting, the group determined the target audience and adapt the original idea to one concentrating on reducing carbon footprint rather than encouraging green practices to earn money. - Next, the group brainstormed for a compelling reason within the game story to motivate the player to see the act of reducing carbon footprint as something necessary and immediate. The group decided to use the theme of a city that is on the path of self-destruction as the driving force in the game. - The group also came up with the idea of having an expert called a Green Guru that the player can turn to for advice or tips within the game play. This game-controlled character can also provide the player with factual content on reducing carbon footprint. - A major part during the design process is on researching and sampling games that offer similar educational values. The group was able to examine the game characteristics such as scope of the game, aesthetics and interface, technology used, ease of play, challenge, complexity, etc. and apply them to shape the design process. - We also made a conscientious effort to develop the instructional objectives our game will deliver. Research on standards on the topic of carbon footprint was also conducted to ensure the game can be integrated into the school curriculum. - From here, the group was able to develop a draft design document. A peer review session revealed the following: (1) the term PC can be improved, (2) to define more clearly the time it takes to play the game. So what did we do next? - Some of the challenges faced during the design process include: (1) determining the scope, (2) design details. - Throughout this process, our group collaborated virtually via email, as well as through postings on Google Sites and Wikispaces.

We learned several lessons through this project, which will be carried over to our next game design project:
 * 1) An in-depth research on the subject matter and similar games needs to be conducted to assist in the nascent stage of the design process.
 * 2) Visual or graphic representation of any ideas can help the group to gain a common understanding better and faster.
 * 3) Managing expectations and meeting project deadlines is crucial for game design success.

Describe the process you went through in putting the game together. What were your first thoughts? How did you enhance your ideas? What ideas did you consider and reject (and why?). How did you gather background information? What did you do to see if there are similar games out there? What did you do to get feedback on the idea? How did you flesh out the game to the point of having a playable prototype? How did you gather feedback from that? What lessons did you learn from this that you'll carry to your next game design project? //**

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=References=
 * Books & Journals**
 * Kruse, K. (n.d.). //The magic of learner motivation: The ARCS model//. Retrieved on December 1, 2009 from @http://www.e-learningguru.com/articles/art3_5.htm
 * Schaller, D. (n.d.). //What makes a learning game?//. Retrieved on December 1, 2009 from @http://www.eduweb.com/schaller-games.pdf
 * Schell, J. (2008). //The art of game design: A book of lenses//. Amsterdam: Morgan Kaufmann Publishers.
 * Vockell, E. (n.d.). //Intrinsic motivation//. Retrieved on December 1, 2009 from @http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy5/Edpsy5_intrinsic.htm


 * Electronic**
 * An Inconvenient Truth
 * California's Public School Science Content Standards
 * Carbonfund.org
 * greenstudentU
 * National Science and Education Standards
 * wikiagreen

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=Definitions= A carbon footprint is a measure of the impact our activities have on the environment, and in particular climate change. It relates to the amount of greenhouse gases produced in our day-to-day lives through burning fossil fuels for electricity, heating and transportation etc.
 * Carbon footprint**

The carbon footprint is a measurement of all greenhouse gases we individually produce and has units of tonnes (or kg) of carbon dioxide equivalent. A carbon footprint is made up of the sum of two parts, the primary footprint and the secondary footprint. The primary footprint is a measure of our direct emissions of CO2 from the burning of fossil fuels including domestic energy consumption and transportation (e.g. car and plane). We have direct control of these. The secondary footprint is a measure of the indirect CO2 emissions from the whole lifecycle of products we use - those associated with their manufacture and eventual breakdown. To put it very simply – the more we buy the more emissions will be caused on our behalf.

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